Professor
Renee Jourdenais joined the Institute’s TESOL/TFL faculty in 1998. She served as Program Chair of the TESOL/TFL program for almost a decade and then as Dean of the Graduate School of Translation, Interpretation and Language Education, overseeing the Institute’s programs in TESOL/TFL; Translation, Interpretation, and Localization; Language and Intercultural Studies; and Language and Professional Programs. An applied linguist, her areas of specialty include language teacher education, assessment, research, curriculum design, and second language acquisition and use. She has consulted on curriculum development and assessment around the world in the areas of language teaching, translation, and interpretation.
She has taught a wide range of courses including language, linguistics, pedagogy, assessment and research classes.
EDUC 8670
Practicum CapstoneCourse Description
The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.
Practicum Capstone Student Learning Outcomes (SLOs):
Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles
Demonstrate their expert knowledge of language, learning, and teaching
Select appropriate materials for effective language instruction
Plan productive instructional units and lessons to maximize second language learning in all skill areas
Assess student learning meaningfully using a range of formative and summative tools
Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement
Terms Taught
ICCO 8514 Current
IntroToInterculturalCompetenceCourse Description
Introduction to Intercultural Competence
Introduction to Intercultural Competence provides an overview of theories and approaches related to communicating within and across different cultural communities. The course addresses the complexity behind the concept of “culture” and guides students through greater awareness of their own culture(s) as they prepare to engage successfully with others. Students will examine and critically analyze various frameworks related to the development, training and assessment of intercultural competence and consider how identity and power impact both intra- and intercultural communication.
Terms Taught
TIAG 8534
Language Mediators in T&ICourse Description
Power and Identity in Translation and Interpretation
Power & Identity in Translation & Interpreting provides an overview of the ways in which dimensions of intercultural competence, especially power and dominance, interact with translation and interpreting activities. The course begins by exploring the concept of culture as it is reflected both in and by intercultural interactions and considers the ways in which translating and interpreting practices can both draw cultures together and/or push them apart. We will explore issues of power and identity and see how they both frame and underlie interpreting and translation practices, ranging from what gets to translated/interpreted, to the very language chosen to do so, and to the strategies employed by translators and interpreters, which are anything but “neutral.” Through self- and critical reflection, students will better recognize and understand the factors that contribute to intercultural communication in these settings and be better able to participate thoughtfully and successfully in multilingual interactions.
Terms Taught
LING 8670
Applied Linguistics CapstoneCourse Description
The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.
Applied Linguistics Capstone Student Learning Outcomes (SLOs):
Understand processes of inquiry relevant to language education
Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation
Execute data collection procedures
Analyze data using appropriate quantitative and qualitative methods
Synthesize and report findings clearly, convincingly, and creatively for a professional audience
Apply research skills in educational settings
Terms Taught
ICCO 9534
Language Mediators in T&ICourse Description
Power and Identity in Translation and Interpretation
Power & Identity in Translation & Interpreting provides an overview of the ways in which dimensions of intercultural competence, especially power and dominance, interact with translation and interpreting activities. The course begins by exploring the concept of culture as it is reflected both in and by intercultural interactions and considers the ways in which translating and interpreting practices can both draw cultures together and/or push them apart. We will explore issues of power and identity and see how they both frame and underlie interpreting and translation practices, ranging from what gets to translated/interpreted, to the very language chosen to do so, and to the strategies employed by translators and interpreters, which are anything but “neutral.” Through self- and critical reflection, students will better recognize and understand the factors that contribute to intercultural communication in these settings and be better able to participate thoughtfully and successfully in multilingual interactions.
Terms Taught
EDST 8518
Principls/Practcs LangTchng IICourse Description
Principles & Practices of Language Teaching II
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include essentials of lesson planning, authentic texts use, formative assessment, differentiation, and high leverage teaching practices. Students will engage in a variety of real-world performance tasks, such as creating lesson plans and performing microteaching. Students will also deepen their understanding of course concepts by conducting classroom observations. The dates of this course are JANUARY 25 through MAY 14. Registering for this course signals your interest in taking the course.
Terms Taught
LING 8500 Current
Language AnalysisCourse Description
Serves as an introduction to linguistic analysis. Includes projects based on fieldwork in phonology, morphology, syntax, discourse, and pragmatics. Discusses importance of language awareness. Includes pedagogical strategies for consciousness-raising.
Terms Taught
TIAG 8641
Research Trends Trans StudiesCourse Description
Research Trends in Translation Studies
The course presents case studies from recent trends in empirical and historical Translation Studies, with special focus on the concepts and terms presented in Overview of Translation Studies. A critical analysis will be made of the research methodologies involved. Each lesson is structured around a practical piece of research that students have to complete in groups.
Terms Taught
TIAG 8642 Current
Research Trends Interp StudiesCourse Description
Research Trends in Interpretation Studies
Contemporary research in Interpretation Studies establishes an intellectual foundation for a career in interpreting through enculturation in the community of research and professional practice. Introduces students to the interdisciplinary field of Interpretation Studies through multiple perspectives, including readings, classroom discussions, and interactive lectures by professors and guest speakers. Gives a general overview of past and present research and discusses why and how theory can be leveraged to enhance professional practice. Provides a multilingual forum for cognitive apprenticeship grounded in Schön's concept of the reflective practitioner. Creates an environment in which students can reflect on their learning experience and thus develop the skills required for consecutive and simultaneous interpretation more efficiently and effectively. Drawing on the Practicum in Interpretation and language-specific interpretation classes, students identify challenging areas in their own interpreting and conduct action research projects aimed at developing the skills and abilities to overcome these challenges. Research results are presented in class for peer discussion and feedback. Students are expected to complete an action research project that includes a ten-page paper.
Terms Taught
EDUC 8503
Principls/Practcs LangTchng IICourse Description
Principles & Practices in Language Teaching 2
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include (but are not limited to) skills-based lesson planning, authentic texts use, summative and formative assessment, differentiation, classroom discussion strategies, and oral corrective feedback. Students will engage in a variety of real-world performance tasks, such as creating curricular documents (e.g., unit plans, lesson plans, assessments) and performing teaching events.
Terms Taught
MIIS 8518
Principls/Practcs LangTchng IICourse Description
Principles & Practices of Language Teaching II
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include essentials of lesson planning, authentic texts use, formative assessment, differentiation, and high leverage teaching practices. Students will engage in a variety of real-world performance tasks, such as creating lesson plans and performing microteaching. Students will also deepen their understanding of course concepts by conducting classroom observations. The dates of this course are JANUARY 25 through MAY 14. Registering for this course signals your interest in taking the course. (MIIS 8509)
Terms Taught
LING 8510
Intro to SociolinguisticsCourse Description
Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.
Terms Taught
MIIS 8514
Intro to SociolinguisticsCourse Description
Intro to Sociolinguistics
Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching. The dates of this course are AUGUST 24 through DECEMBER 11. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course. . The dates of this course are AUGUST 24 through DECEMBER 11. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course.
Terms Taught
Renee has always felt that languages are meant to be “used.” In that light, her work has focused heavily on the training of languages for practical purposes, and the Institute has been the perfect place to explore the intersection of language learning and language use in varied professional careers. Her research on cognition has examined how people come to focus on particular aspects of language as they learn language. Her explorations in pedagogy have focused on the use of relevant content to teach languages. Her work in assessment has been dedicated to developing appropriate forms of assessment for particular purposes of language use. She is particularly passionate about making sure that language learners (and language teachers!) are aware of the wide range of career options for language learners and that the learners are ready to put their languages to use in the fields that they’re passionate about!
Ph.D., Applied Linguistics, Georgetown University
M.A., French Literature, University of Florida
TESOL Certificate, University of Florida
B.A., French, Tufts University
Professor Jourdenais has been teaching at the Institute since 1998.
Mikkelson, H. & Jourdenais, R. (Eds.). (2015) Handbook of Interpreting. Oxon/NY: Routledge.
Jourdenais, R. (2009) Language Teacher Supervision. In M. Long & C. Doughty (Eds.). Handbook of Second and Foreign Language Teaching. Blackwell.
Cummings, M. & Jourdenais, R. (2005). Virtual role reversal for teacher trainers online. PacCALL Journal, 1, 94-114.
Jourdenais, R. & Springer, S (Eds.). (2005). Content, tasks and projects in the language classroom: 2004 conference proceedings. Monterey, CA: Monterey Institute of International Studies.
Jourdenais, R., & Shaw, P. (2005). Dimensions of content-based instruction in second language education. In R. Jourdenais, & S. Springer (Eds.). Content, tasks and projects in the language classroom: 2004 conference proceedings (pp. 1-12). Monterey, CA: Monterey Institute of International Studies.
Jourdenais, R. (2001). Cognition, instruction, and protocol analysis. In P. Robinson (Ed.) Cognition and second language learning, (pp. 354-375). Cambridge: Cambridge University Press.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., and Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning and teaching, Honolulu: National Foreign Language Resource Center.
| by Eva Gudbergsdottir
The U.S. Department of State recognized the Middlebury Institute of International Studies with the English Language Fellow Top Producing Institution Award on the 50th Anniversary of the program.
